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TRAINING    FOR 
LIBRARIANSHIP 


BY 
MARY  W.  PLUMMER 


REVISED  BY 
FRANK  K.  WALTER 


PREPRINT  OF 

MANUAL  OF  LIBRARY  ECONOMY 
CHAPTER  XIII 


EDITION  2,  REVISED 


American  iibtatp  &60octatt0n  }j)ttbUfiiI)ina 
CHICAGO 

1920 


Types  of 
Libraries 

I. 

II. 

III. 

IV. 
V. 

VI. 

VII. 

VIII. 


A.L.A.  MANUAL  OF  LIBRARY  ECONOMY 

Chapters  and  Authors 

"American  Library  History,"  MB.  BOLTON.    Printed. 
"  Library  of  Congress,"  MR.  BISHOP.    Printed. 
"The  State  Library,"  MR.  WYER.    Printed. 
"The  College  and  University  Library,"  MR.  WYER. 

Printed. 
"Proprietary  and  Subscription  Libraries,"  MR.  BOLTON. 

Printed. 

"The  Free  Public  Library,"  Miss  LORD.  Printed. 
"The  High-School  Library,"  MR.  WARD.  Printed. 
"Special  Libraries,"  MR.  JOHNSTON.  Printed. 


Organization 

and  Administration 

IX.  "Library  Legislation,"  MR.  YUST.    Printed. 

X.  "Library  Building,"  MR.  EASTMAN.    Printed. 

XL  "Furniture,  Fixtures,  and  Equipment,"  Miss  EASTMAN. 

Printed. 

XII.  "Administration,"  DR.  BOSTWICK.    Printed. 

XIII.  "  Training  f  or  Librarianship,"  Miss  PLUMMER.  Printed. 

XIV.  "Library  Service,"  Miss  BALDWIN.    Printed. 

XV.    "Branch  Libraries  and  Other  Distributing  Agencies," 

Miss  EASTMAN.    Printed. 

XVI.    "Book  Selection,"  Miss  BASCOM.    Printed. 
XVII.    "Order   and   Accession   Department,"   MR.   HOPPER. 

Printed. 

XVIII.    "Classification,  "Miss  BACON.    Printed. 
XIX.    "The  Catalog."    Miss  HOWE.    In  preparation. 
XX.    "Shelf  Department,"  Miss  RATHBONE.    Printed. 
XXI.    "  Loan  Work,"  MR.  VITZ.    Printed. 
XXII.    "Reference  Department,"  DR.  RICHARDSON.    Printed. 

XXIII.  "Government  Documents,"  MR.  WYER.    Printed. 

XXIV.  "Bibliography,"  Miss  MUDGE.    Printed. 

XXV.  "Pamphlets  and  Minor  Library  Material,"  MR.  WYER. 

Printed. 

XXVI.  "Bookbinding,"  MR.  BAILEY.    Printed. 

Special  Form?  .    . 

of  Work  .;."  •.  ".  /  I  I  •:  :    ; 

XXVII.*  '"Librarf  Gcfoifrfksg'ions  and  State  Library  Extension,  or 
Aid  and'  "State  Agencies,"  MR.  WYNKOOP. 


.. 

XXVIII.    "The    Library    and"  the    School,"    Miss   WOOD.    In 

preparation. 

XXIX.    "Library  Work  with  Children,"  Miss  OLCOTT.  Printed. 
XXX.    "Library  Work  with  the  Blind,"  Miss  CHAMBERLAIN. 

Printed. 

XXXL    "Publicity."    In  preparation. 
XXXII.    "Library  Printing,"  MR.  WALTER.    Printed. 


" 


XIII 

TRAINING  FOR  LIBRARIANSHIP 

MARY  WRIGHT  PLUMMER 
Late  Principal,  Library  School  of  the  New  York  Public  Library 

Revised  by 

FRANK  K.  WALTER1 

Former  Librarian,  General  Motors  Corporation,  and  Vice-director, 
New  York  State  Library  School 

Development 

Association  of  American  Library  Schools 

Library  schools 

Entrance  requirements 

Curricula 
Summer  schools 
Apprentice  classes 
Institutes  and  round  tables 
Training  in  normal  schools 
List  of  library  schools 
Bibliography 

One  of  the  earliest  and  perhaps  the  earliest  suggestion 
of  schools  for  training  librarians  was  made  by  M.  W.  Schret- 
tinger  in  his  Essay  at  a  Complete  Textbook  of  Library  Science 
(Munich,  1829),  in  which  he  outlined  plans  for  central  libraries 
with  distributing  centers  and  the  formation  of  schools  (Pflanz- 
schulen)  for  training  librarians  for  these  libraries.  As  early 
as  1864  Austria  began  to  require  special  training  in  bibliog- 
raphy from  candidates  for  positions  in  government  libraries 
and  in  1874  courses  in  bibliography  and  classification  were 

1  REVISER'S  NOTE. — In  recognition  of  her  influence  on  American  library 
training  Miss  Plummer's  original  plan,  and,  as  far  as  practicable,  her  phrase- 
ology, have  been  followed  in  this  revision.  It  has  not  been  possible  to 
indicate  all  the  changes  in  the  text  which  recent  developments  in  library 
training  have  made  necessary. 


NtfM;  'OF-  LIBRARY  ECONOMY 


given  at  the  University  of  Vienna.  France  had  begun  a  similar 
course  at  the  Ecole  des  Chartes  in  1869.  A  fuller  course,  out- 
lined in  1874  by  F.  Rullman,  librarian  of  the  University  of 
Freiburg,  is  summarized  in  the  introduction  to  the  well-known 
"1876  Report  of  the  United  States  Bureau  of  Education  on 
Public  Libraries  in  the  United  States  of  America." 

The  next  significant  mention  seems  to  be  in  the  Proceedings 
of  the  meeting  of  the  Library  Association  of  the  United  Kingdom 
in  London  in  1877.  At  this  meeting  C.  H.  Robarts,  of  All 
Souls  College,  Oxford,  expressed  a  "hope  for  the  rise  of  a  school 
of  highly  trained  students  in  bibliographical  knowledge." 

Dr.  Crestadoro  of  Italy  also  spoke  of  a  royal  decree  made 
effective  in  Italy  in  1865  requiring  training  for  the  personnel  of 
the  government  libraries  there  and  spoke  of  such  training  as 
desirable  if  not  necessary.  Several  American  librarians  were 
present  and  hi  their  case  the  suggestion  proved  germinal.  The 
subject  was  referred  to  in  the  Library  Journal  and  at  the  con- 
ferences of  the  American  Library  Association  from  time  to 
time. 

The  chief  credit  for  the  founding  of  the  first  library  school 
belongs  to  Melvil  Dewey,  the  pioneer  in  many  other  lines  of 
modern  library  work.  Mr.  Dewey  first  presented  his  plan  for 
a  library  school  to  the  American  Library  Association  in  1883. 
The  plan  was  approved  by  the  Association  in  spite  of  the  active 
opposition  of  several  of  its  leading  members.  The  school  was 
opened  in  January,  1887,  at  Columbia  College,  chiefly  through 
the  personal  efforts  of  Mr.  Dewey,  then  librarian  of  the  college, 
and  through  the  active  aid  of  Frederick  A.  P.  Barnard,  president 
of  the  college.  Some  twenty  persons,  experienced  and  inex- 
perienced in  library  matters,  attended  the  first  session,  which 
lasted  four  months.  The  following  year  the  course  occupied 
seven  months  with  a  second  year  of  the  same  length.  The 
prejudice  against  formal  library  training  was  very  strong  in 
some  quarters,  but  it  gradually  gave  way  as  graduates  of  the 


TRAINING  FOR  LIBRARIANSHIP  3 

school  went  into  library  service  and  proved  the  superiority  of 
planned  and  systematic  training  over  the  former  fortuitous 
ways  of  learning. 

Within  six  years  three  other  schools  were  opened.  The 
Columbia  College  school  was  transferred  to  the  New  York 
State  Library  at  Albany,  where  it  has  since  remained.  The 
schools  opened  at  Pratt,  Drexel,  and  Armour  institutes  were  all 
connected  with  the  institute  libraries,  which  were  for  circulation 
as  well  as  reference.  Pratt  Institute  for  a  number  of  years 
conducted  the  leading  circulating  library  of  Brooklyn  as  there 
was  no  public  library  in  the  city.  This  connection  with  public 
circulating  libraries  was  the  immediate  reason  for  a  differentia- 
tion in  the  character  arid  methods  of  these  three  schools,  which 
had  not  the  large  and  important  book  resources  of  a  college  or 
reference  library  to  draw  upon,  but  were  enabled,  on  the  other 
hand,  to  provide  their  students  with  actual  practice  in  the 
methods  of  circulating  libraries  and  with  contact  with  the  public 
at  all  the  points  of  contact  found  in  a  free  circulating  library 
containing  a  reference  department. 

Other  schools  followed,  some  of  one  type  and  some  of  the 
other,  with  individual  variations,  until  there  are  at  present 
thirteen  library  schools  in  the  United  States  with  a  course  of  one 
school  year  or  more  of  professional  training.  These,  as  well  as 
the  other  types  of  training  agencies  mentioned  later,  are  repre- 
sented in  the  American  Library  Association  by  the  committee 
on  library  training  which  is  expected  to  report  annually  to  the 
association  on  the  condition  of  the  library  schools  and  training 
classes  and  to  suggest  means  of  improving  them.  This  com- 
mittee's first  report  was  made  at  the  San  Francisco  conference 
in  1891. 

The  association  at  the  Colorado  Springs  Conference  in 
1920,  through  its  council,  authorized  the  appointment  of  a 
committee  to  promote  certification  and  standardization  of 
library  work. 


4  MANUAL  OF  LIBRARY  ECONOMY 

Association  of  American  Library  Schools 

The  Association  of  American  Library  Schools  was  formed 
in  1915.  Membership  in  the  association  is  dependent  on 
meeting  specified  standards,  set  by  the  association,  as  to  equip- 
ment, faculty  personnel,  and  curriculum.  This  association  has 
already  shown  its  value  in  the  raising  of  standards  of  work  but  it 
cannot  take  the  place  of  genuine  interest  and  co-operation  by 
the  American  Library  Association,  whose  scope  includes  all  types 
of  library  training  and  not  merely  one  rather  well-defined 
type.  Without  such  supervision  there  is  grave  danger  of  the 
establishment  of  schools  and  training  classes  poorly  equipped , 
poorly  organized,  and  without  good  standing  in  the  library 
profession. 

Library  Schools 

Entrance  requirements. — The  earliest  schools  began  with- 
out any  requirements  for  entrance  except  the  furnishing  of 
references  as  to  character,  general  education,  and  personality. 
Once  under  way  and  having  secured  a  measure  of  recognition 
and  popularity,  they  began  to  sift  the  applications  received 
by  various  requirements  such  as  college  graduation,  entrance 
examinations,  a  high-school  certificate  or  diploma,  and  to  lay 
as  much  stress  as  possible  on  desirable  personal  qualifications. 
There  is  little  doubt  that  these  tests  have  helped  raise  the  level 
of  librarianship,  at  the  same  time  giving  to  the  schools  student 
material  on  which  it  was  worth  while  to  expend  time  and  labor. 
A  composite  application  blank  showing  the  sort  of  informa- 
tion sought  by  the  schools  before  admitting  students  would 
gather  information  on  the  following  points: 

Personality:  name;  age;  health;  physical  defects;  married  or  single; 

nationality  of  parents;    names  of  references;    name,  address, 

and  occupation  of  parents. 
Education:  preparatory  schools,  with  dates  of  attendance;  college, 

with  dates  of  attendance;    degrees;    languages  known,  where 


TRAINING  FOR  LIBRARIANSHIP  5 

acquired,  extent  of  use;  special  courses  of  study  or  reading; 
travel,  at  home  or  abroad. 

Experience:  stenography  and  typewriting,  speed  acquired,  machine 
used;  library  experience  or  training,  what,  where,  how  long,  why 
terminated;  experience  in  teaching,  business,  or  other  occupa- 
tions; name  of  last  employer. 

Miscellaneous:  character  and  extent  of  miscellaneous  reading; 
periodicals  read  regularly;  library  periodicals  read  regularly; 
object  of  taking  course. 

Future  position:  definite  library  position  in  view?  minimum  salary 
that  would  be  acceptable;  location  preferred,  if  any. 

Opportunity  is  also  given  for  general  remarks,  descriptive  of  tastes, 
aptitudes,  experience,  etc. 

The  view  that  personality  matters  in  a  professional  or 
vocational  school,  while  not  new  or  limited  to  library  schools,  is 
perhaps  held  with  greater  tenacity  by  them  from  the  fact  that 
their  product  is  put  to  immediate  use  in  quarters  well  known  to 
the  schools  and  that  criticism  at  once  follows  any  instance  of 
failure  on  the  school's  part  to  consider  personality  in  admitting 
students  or  in  recommending  graduates.  This  is  a  help,  not  a 
hindrance,  to  the  schools  and  is  so  considered  by  them. 

Curricida. — The  curricula  vary  with  the  type  of  schools. 
Those  connected  with  public  or  endowed  circulating  libraries 
supply  their  students  with  considerable  practice  in  all  the  library 
routine;  the  library  school  directly  connected  with  a  college  or 
reference  library  goes  deeper  into  the  theory,  philosophy,  and 
history  of  its  subjects  of  study  and  into  research  work,  its  prac- 
tice being  chiefly  in  the  line  of  classification,  cataloguing,  book 
selection  and  evaluation,  and  reference  work.  Practice  in  other 
lines  is  not  neglected  and  the  students  usually  have  a  stated 
amount  of  practice  in  public  libraries  which  co-operate  with 
the  school  in  furnishing  facilities  for  this  work.  There  is  a 
noticeable  tendency  in  nearly  all  the  schools  to  diminish  the 
amount  of  purely  routine  practice  and  to  plan  this  practice  so 


6  MANUAL  OF  LIBRARY  ECONOMY 

as  to  bring  out  systematically  the  principles  and  theories 
involved  rather  than  merely  to  fill  a  stated  period  with  service 
in  various  library  departments.  There  are  but  two  schools 
requiring  a  full  second  year  for  a  degree.  One  of  these  is 
connected  with  a  university  library  and  one  with  a  reference 
library.  Even  in  these  the  Senior  class  is  small  compared  with 
the  Junior,  owing  largely  to  the  expense  of  a  second  year  and 
the  ease  with  which  positions  are  obtained  at  the  end  of  one 
year's  study. 

The  leading  subjects  in  all  the  schools  are  cataloguing, 
classification,  the  study  of  reference  material  and  library 
economy,  which  includes  many  important  phases  of  library 
method  and  practice.  Nearly  all  the  schools  give  instruction 
in  library  administration,  library  buildings,  book  selection, 
bibliography  (trade  and  subject),  school  libraries,  work  with 
children,  and  government  documents.  Many  of  them  include 
more  or  less  instruction  in  methods  for  business  and  special 
libraries.  Especial  stress  is  laid  on  different  subjects  in  cases 
where  the  school  has  specific  demands  upon  it  from  the  region 
or  the  special  type  of  library  to  which  it  supplies  assistants  or  as 
it  has  special  facilities  for  presenting  special  subjects.  Lectures 
and  seminars  (including  written  and  oral  reports  on  required 
reading)  are  the  usual  methods  of  instruction  in  the  schools. 
Short  bibliographies  on  subjects  of  general  interest  are  usually 
required  in  all  the  schools. 

Naturally  the  curricula  of  the  schools  have  felt  the  influences 
of  the  changes  and  developments  in  library  doctrine  and  prac- 
tice. As  the  field  of  librarianship  has  extended  from  the  town 
to  the  county  library,  from  the  city  circulating  library  to  the 
library  system  with  its  branch  libraries,  deposit  stations,  and 
other  extension  agencies,  from  the  pioneer  library  commission 
to  the  League  of  Library  Commissions,  as  librarianship  has  made 
specialties  of  work  with  children,  work  with  the  blind,  with 
schools,  with  rural  communities,  with  state  institutions,  and 


TRAINING  FOR  LIBRARIANSHIP  7 

special  libraries,  legislative  libraries,  bibliographical  societies, 
and  as  temporary  activities  like  the  camp,  transport,  hospital, 
and  other  libraries  included  in  the  scope  of  the  war-service  com- 
mittee have  entered  the  field,  the  schools  have  adjusted  and 
extended  their  courses  of  study  hi  order  to  keep  pace.  This 
increase  in  the  curricula  has  been  followed  by  no  marked 
increases  in  the  total  length  of  the  courses  of  the  schools.  It  has 
inevitably  followed  that  a  tendency  toward  specialization  in 
different  lines  has  become  apparent  in  several  of  the  schools. 
Some  demand  has  also  arisen  for  a  school  entirely  devoted  to 
instruction  in  library  work  of  a  more  advanced  character  than 
that  now  given  in  any  of  the  schools. 

Instruction  in  the  schools  may  be  divided  into  four  general 
classes  of  subjects:  bibliographical  and  historical,  technical, 
administrative,  and  critical  (that  is,  evaluation  of  literature 
as  applied  to  library  purposes).  The  technical  and  administra- 
tive subjects,  as  a  rule,  receive  the  most  attention  in  point  of 
time  allotted  to  them,  that  is,  if  the  term  bibliographical  is 
confined  to  its  narrower  meaning.  A  typical  list  of  the  subjects 
included  under  these  heads  in  a  library  school  curriculum  is  as 
follows: 

Administrative:  Subject-headings 

Library  administration  Library  economy 

Library  buildings  Bookbinding 

Library  legislation  Proofreading  and  printing 

Library  accounts 

Book-buying  Biographical: 

Work  with  children  Reference     w°rk 

Work  with  schools  S0ve™u  documents) 

Methods  in  special  libraries  58toly  °  ^^ 

History  of  printing 

Technical:  Trade  bibliography 

Cataloguing  National  bibliography 

Classification  Subject  bibliography 


8  MANUAL  OF  LIBRARY  ECONOMY 

Critical:  Survey  of  library  field 

Book  selection,  appraisal,  and         Typewriting 

annotation  Visits  to  libraries 

Periodicals 

Practice  in  assigned  libraries 
Miscellaneous: 
Current  topics 

These  different  subjects  and  even  the  four  main  classes  over- 
lap at  many  points  and  are  used  with  varying  meanings  in 
different  schools.  The  Association  of  American  Library 
Schools  has  appointed  a  committee  to  prepare  a  list  of  stand- 
ardized meanings  of  terms  used  hi  the  circulars  and  catalogues  of 
the  schools. 

Schools  differ  considerably  in  their  schedules  of  hours, 
several  schools  devoting  the  morning  hours  to  lectures  and 
recitations  and  leaving  the  afternoons  free  for  study  and  prac- 
tice. Others  alternate  study  and  lecture  and  recitation  hours 
throughout  the  day.  The  average  number  of  hours  per  week 
spent  in  class  exercises  is  approximately  from  fifteen  to  twenty. 
Saturday  is  generally  considered  a  holiday  and  the  usual  school 
holidays  and  vacations  are  generally  observed.  It  is  customary 
to  call  on  librarians,  in  addition  to  the  regular  faculty,  and  on 
members  of  kindred  professions  or  callings  to  give  lectures,  singly 
or  hi  courses.  The  visiting  of  libraries  and  of  various  places 
connected  at  some  point  with  bookmaking  or  distributing  is 
required  by  all  schools.  During  the  spring  vacations,  parties 
of  students  are  conducted  on  visits  to  the  libraries  of  nearby 
cities  and  towns.  The  inspirational  and  educational  value  of 
these  visits  is  tested  by  subsequent  quizzes,  examinations,  or 
written  reports. 

Following  the  common  tendency  in  the  educational  world, 
more  and  more  stress  is  laid  upon  equipment.  Connection  with 
libraries  of  size  and  usefulness,  whose  resources  are  varied,  is 
emphasized;  books  for  working- tools  are  freely  prescribed  for 


TRAINING  FOR  LIBRARIANSHIP  9 

the  school  shelves;  collections  for  the  study  of  administrative 
methods  are  formed  and  machines  for  the  practice  of  typewriting 
and  facilities  for  the  practice  of  bookbinding  are  furnished  by 
most  of  the  schools.  All  schools  give  practice  in  at  least  some 
part  of  actual  library  work.  This  practice  is  under  super- 
vision, is  reported  on,  and  must  meet  certain  standards  in  order 
to  insure  formal  recognition.  The  custom  of  requiring  from 
two  weeks'  to  two  months'  practice  in  good  libraries  other 
than  those  with  which  the  schools  are  connected  is  spreading. 
The  specific  recognition  for  completing  the  school  work  will 
be  found  in  the  appended  list  under  the  names  of  individual 
schools.  As  a  rule,  the  schools  regard  certificates  and  diplomas 
as  statements  concerning  the  students'  work  in  the  school  and 
in  practice,  and  not  as  predictions  or  assurances  of  success  in 
librarianship,  hence  they  urge  libraries  to  refer  to  the  schools 
for  information  in  regard  to  the  individual  graduate  who  applies 
for  any  specific  position. 

Summer  Schools 

Very  soon  after  the  founding  of  library  schools  it  was 
discovered  that  the  graduates  of  these  could  not  usually  be 
secured  as  librarians  of  small  libraries  paying  small  salaries, 
so  that  it  was  evident  that  something  must  be  done  if  these 
small  libraries  were  to  be  raised  to  a  higher  efficiency. 

The  summer  library  school,  with  a  term  ranging  from  six 
to  eight  weeks,  conducted  by  a  library  commission,  a  library 
school,  a  university,  or  some  other  authoritative  body,  was 
the  immediate  solution.  These  schools  give  elementary 
courses.  In  some  cases  special  courses  in  one  subject  or 
related  subjects,  as  cataloguing,  classification,  and  subject- 
headings,  are  given  either  for  the  entire  course  or  in  separate 
courses  of  three  or  more  weeks  each.  Pass  cards  are  issued 
for  the  completion  of  separate  subjects  and  a  certificate  or 


10  MANUAL  OF  LIBRARY  ECONOMY 

diploma  is  given  for  the  completion  of  all  the  subjects  included 
in  the  course. 

Where  the  summer  school  restricts  its  attendance  to  persons 
already  in  the  work  and  holding  paid  positions,  it  is  raising  the 
level  of  efficiency,  and  the  majority  of  summer  schools  now 
appreciate  the  fact  that  such  restriction  is  necessary.  Other- 
wise the  summer  courses  would  provide  a  short  cut  into  the 
service  for  persons  who  might  otherwise  obtain  a  more  complete 
training  or  who  might  be  unable  to  pass  the  educational  and 
personal  tests  thought  necessary  by  the  regular  schools  for 
the  protection  of  the  profession. 

It  is  difficult  to  say  how  many  summer  schools  are  being 
conducted,  since  in  some  states  they  are  held  more  or  less 
irregularly.  The  leading  ones  meeting  the  standards  of  the 
report  of  1905  are  those  carried  on  annually  by  the  library 
commissions  of  Wisconsin,  Minnesota,  Indiana,  and  Iowa, 
those  conducted  by  the  New  York  State,  University  of  Illinois, 
and  Simmons  College  library  schools,  and  one  at  Chautauqua, 
which  is  affiliated  with  the  Chautauqua  Assembly.  The  New 
Jersey  Library  Commission  holds  a  biennial  summer  school. 
Several  are  conducted  at  colleges  and  universities,  as  at  the 
University  of  Michigan  and  Columbia  University.  Ontario 
holds  a  three  months'  winter  course  at  the  Toronto  Public 
Library,  which  is  an  extension  of  an  earlier  short  course.  "  Open 
courses"  for  experienced  librarians  who  wish  to  review  and 
extend  their  professional  knowledge  are  offered  by  the  New 
York  Public  Library,  Western  Reserve  University,  and  Los 
Angeles  Public  Library  schools.  In  several  instances,  as  in 
New  York,  Minnesota,  and  Wisconsin,  short  summer  courses 
for  school  librarians  are  held.  The  small  library  has  been 
improved  not  only  by  the  greater  efficiency  of  those  librarians 
or  assistants  who  had  taken  summer  courses  but  by  the  general 
arousing  of  ambition  and  renewal  of  interest  among  librarians 


TRAINING  FOR  LIBRARIANSHIP  n 

generally  by  the  new  opportunity  and  new  knowledge  offered 
by  these  short  courses. 

The  comparative  ease  with  which  a  summer  course  can  be 
established  has  led  to  great  diversity  in  the  character  and  quality 
of  work  done  in  these  schools.  A  report  on  standards  of  entrance, 
standards  of  teaching,  and  the  recognition  given  to  students  of 
summer  courses  was  presented  by  the  Committee  on  Library 
Training  to  the  American  Library  Association  conference  of 
1905.  The  League  of  Library  Commissions,  including  all  the 
commissions  at  that  time  conducting  library  schools  or  summer 
schools,  approved  the  recommendations  of  the  committee  by 
reprinting  the  report.  The  later  suggestions  of  the  committee, 
as  in  1917,  have  not  superseded  this  earlier  report. 

Apprentice  Classes 

The  large  library,  with  a  large  and  fast  increasing  staff  and 
frequent  resignations  and  promotions,  found  very  little  help 
in  the  library  schools  for  the  supplying  of  its  lowest  grades  of 
service,  since,  like  the  small  library,  it  was  unable  to  pay  salaries 
large  enough  to  attract  the  trained  worker  to  the  subordinate 
positions.  The  solution  (if  it  may  be  called  a  solution)  found 
for  this  difficulty  was  the  apprentice  class.  Even  before  the 
establishment  of  these  classes,  some  libraries  had  given  more  or 
less  systematic  training  to  individual  apprentices.  The  report  of 
the  Committee  on  Training  for  1905  dealt  with  one  form  only  of 
apprentice  class,  that  assembled  by  a  library  for  its  own  use,  the 
apprentices  receiving  training  in  that  library's  methods  in 
return  for  assistance  given,  and  at  the  end  of  a  given  period 
being  appointed  to  positions  in  the  library  or  furnished  with 
a  letter  of  recommendation  to  other  libraries.  Since  this 
procedure  would  affect  the  library  field  in  general,  it  was 
considered  by  the  committee  and  recommendations  were 
made  in  regard  to  this  kind  of  apprentice  class.  Concerning 
those  classes  formed  by  libraries  strictly  for  their  own  use, 


12  MANUAL  OF  LIBRARY  ECONOMY 

members  of  which  were  given  no  credentials  or  formal  recog- 
nition, the  committee  of  1905  had  nothing  to  say.  Whether 
the  report  had  any  effect  upon  classes  of  the  type  dealt  with, 
it  is  hard  to  say;  but  from  the  papers  and  discussions  before 
the  section  on  professional  training  at  the  conference  of  1910, 
it  was  evident  that  there  was  still  a  wide  difference  of  opinion 
among  libraries  as  to  the  object,  value,  and  influence  of  the 
apprentice  system,  and  from  the  papers  and  discussions  before 
the  same  section  in  1911,  1916,  1917,  and  1919,  it  is  clear  that 
the  matter  is  being  considered  much  more  seriously  than  before 
and  in  all  its  bearings. 

There  is  no  doubt,  in  view  of  the  large  library  systems 
developing  in  our  cities  of  the  first  and  second  rank,  that  the 
question  is  urgent  and  needs  the  combined  wisdom  of  many 
libraries  to  establish  a  plan  that  shall  meet  immediate  require- 
ments without  injuring  the  ultimate  value  of  the  library's  work 
by  lowering  standards  of  admission  to  the  staff.  The  disturb- 
ances due  to  the  war  have  led  to  a  lowering  of  quality  of  candi- 
dates and  to  an  increased  standard  of  wages  so  that  the  difficulty 
of  reaching  a  satisfactory  solution  is  perhaps  greater  than  ever 
before.  Closer  relation  between  the  work  of  the  training  class 
and  the  library  schools  has  been  suggested  so  that  the  former 
could  act  in  a  great  degree  as  a  source  of  supply  to  the  latter. 
This  seems  practicable  if  standards  drawn  up  by  a  representative 
and  authorized  committee  of  the  American  Library  Association 
(as,  for  example,  the  proposed  board  on  certification  of  librarians) 
could  be  adopted. 

Younger  people  are  admitted  to  the  apprentice  classes 
than  would  be  taken  hi  the  library  schools,  the  high-school 
certificate  is  often  accepted  in  lieu  of  an  examination,  and 
in  some  libraries  the  training  is  entirely  practical  and  utilitarian, 
guided  by  the  immediate  need  of  the  library  rather  than  by 
that  of  the  apprentice,  which  is  after  all  the  need  of  the  library 
in  a  more  far-reaching  sense.  Promotions  are  often  dependent 


TRAINING  FOR  LIBRARIANSHIP  13 

upon  examinations  given  as  a  means  to  insure  the  continued 
study  of  the  apprentice  who  has  entered  the  service.  Unfor- 
tunately, these  are  often  the  only  means  effective  with  some 
assistants.  Abolition  of  examinations,  except  to  test  techni- 
cal knowledge  and  personal  efficiency,  should  mean  that  the 
library  had  reached  the  desirable  condition  where  its  whole 
force  was  influenced  not  by  material  inducement  as  much  as  by 
an  impulse  from  within  to  self-improvement  and  study  for  the 
love  of  knowledge.  Such  a  condition  is  unlikely  until  all  grades 
of  the  service  can  be  subjected  to  higher  requirements  than  is 
possible  at  present. 

Institutes  and  Round  Tables 

Still  another  form  of  instruction  has  developed  in  what  are 
called  library  institutes  and  round  tables.  These  are  for  the 
benefit  of  those  librarians  of  small  libraries  who  cannot  spare 
the  time  or  perhaps  the  money  for  even  a  summer  course. 
The  institute  was  tried  first  and  consisted  of  two  or  three  meet- 
ings at  some  town  or  village  containing  a  library.  One  of  the 
meetings  was  usually  open  to  the  public  and  intended  to  arouse 
public  interest  in  the  welfare  and  development  of  the  local 
library.  Librarians  from  neighboring  towns  and  villages 
were  invited,  papers  were  read,  discussions  encouraged,  and  a 
question  box  was  a  usual  feature.  Usually  an  official  of  the 
library  commission,  of  the  state  library,  or  of  the  state  associa- 
tion had  charge ;  the  local  librarian  was  chairman  of  a  committee 
on  local  arrangements,  and  a  number  of  trained  or  experienced 
librarians  assisted  with  the  program.  The  chief  value  of  the 
institute  was  as  a  method  of  propaganda  rather  than  of  instruc- 
tion, since  the  best  effect  was  usually  through  the  public  session 
and  the  making  of  professional  acquaintances  outside  the 
meetings.  The  librarians  most  in  need  of  help  often  felt  timid 
and  constrained  in  the  meetings  and  got  most  of  their  practical 
assistance  from  the  individual  conversations  between  sessions. 


14  MANUAL  OF  LIBRARY  ECONOMY 

These  facts  pointed  the  way  to  the  round  table.  This  is  a 
gathering  of  librarians  living  in  towns  and  villages  not  far  apart 
to  whom  is  sent  at  their  request  someone  capable  of  giving 
help  hi  their  daily  problems  and  difficulties.  At  least  two 
sessions  are  held  at  one  of  the  libraries  concerned,  and  attention 
is  concentrated  on  the  immediate  expressed  needs  of  these 
libraries.  It  is  much  easier  to  secure  such  expression  under 
these  circumstances  than  in  the  institute  meetings.  The  older 
type  of  institute  has  largely  given  way  to  the  round  table,  under 
whatever  name  it  may  be  conducted.  In  New  York  state  a 
definite  state  program  for  the  institutes  is  planned  and  the 
state  divided  into  definite  districts  where  the  general  program 
is  given.  At  the  same  tune  a  large  force  of  volunteer  conductors 
insures  so  much  latitude  in  the  form  of  the  meeting  and  the 
treatment  of  the  subject  as  to  make  each  meeting  practically 
local  in  its  application.  In  states  with  library  commissions  the 
regular  conduct  of  round  tables  is  a  common,  recognized  duty 
of  the  state  organizer. 

Training  in  Normal  Schools 

In  1903  twelve  normal  schools  reported  some  kind  of 
training  hi  library  methods.  These  courses  increased  in  num- 
ber for  several  years,  but  in  recent  years  have  been  rather 
irregularly  given  in  many  places.  No  current  statistics  are 
available.  In  many  of  these  schools  the  mistake  was  made 
of  devoting  the  whole  instruction  to  matters  of  technique,  and 
those  following  the  course  were  often  led  to  believe  that  this 
training  was  sufficient  to  make  librarians  of  them.  The  error 
of  this  is  now  generally  recognized  and  it  is  conceded  that 
the  training  given  in  normal  schools  should  consist  largely 
of  training  in  the  selection  and  use  of  books  and  as  a  means 
of  general  culture,  with  enough  simple  technique  to  enable  the 
teacher  or  school  librarian  (in  small  schools  the  two  offices  are 
usually  combined  in  one  "teacher-librarian")  to  administer 


TRAINING  FOR  LIBRARIANSHIP  15 

and  care  for  her  small  collection.  The  importance  of  this  train- 
ing has  long  been  recognized  by  librarians,  but  it  is  only  about 
fifteen  years  since  influential  teachers  have  awakened  to  the 
need  of  a  good  library  in  a  good  school.  California,  Minne- 
sota, New  York,  and  Wisconsin  are  perhaps  making  the  most 
substantial  progress  in  this  direction  at  present.  As  yet  it  is 
the  high-school  library  that  is  receiving  the  most  attention, 
but  the  need  of  good  libraries  in  grade  schools  and  rural  schools 
is  rapidly  becoming  better  recognized.  Teachers  and  librarians 
are  both  beginning  to  recognize  that  special  training  for  school 
library  work  is  needed.  The  normal-school  courses  often  give 
excellent  training  to  teacher-librarians  who  go  to  elementary 
schools  or  the  rural  or  small-town  school.  The  larger  high 
schools  usually  require  their  teachers  to  be  college  graduates. 
The  normal  school  seldom  reaches  these.  The  library  school 
or  the  library  course  in  the  teachers'  college  is  the  logical  place 
for  the  high-school  librarian  to  receive  her  training.  Several 
of  the  library  schools  have  included  special  courses  in  school 
work  in  their  curricula,  but  the  combined  supply  of  high-school 
librarians  from  all  these  courses  is  too  small  to  meet  the  demand. 
The  early  establishment  (in  1890)  by  the  American  Library 
Association  of  a  standing  committee  on  training  for  librarian- 
ship  has  been  amply  justified.  The  establishment  of  the  Pro- 
fessional Training  Section  of  the  association  (hi  1909)  was 
another  step  in  keeping  the  association  in  touch  and  sympathy 
with  all  sincere  efforts  toward  raising  the  standards  of  the  pro- 
fession through  various  training  agencies  in  the  various  grades 
of  service.  The  first  exhaustive  report  on  library  training  was 
made  in  1903  by  the  directors  of  six  library  schools.  It  sum- 
marizes reports  from  nine  library  schools,  ten  summer  schools, 
thirty-three  apprentice  classes,  fifteen  college  courses  in  bibliog- 
raphy and  the  history  of  printing,  twelve  normal-school  courses 
in  library  economy,  and  four  correspondence  courses.  The 
war  and  its  aftermath  make  comparative  statistics  of  1903 


1 6  MANUAL  OF  LIBRARY  ECONOMY 

and  1920  unfair  and  misleading,  but  with  all  its  handicaps 
library  training  has  gained  ground.  The  correspondence 
courses  have  almost  disappeared,  many  apprentice  classes 
have  been  temporarily  suspended  by  the  difficulty  of  getting 
suitable  candidates  at  the  present  salaries  in  the  lower  grades 
of  library  service,  and  the  college  courses  are  just  beginning  to 
recover  from  the  effects  of  the  war.  Nevertheless,  the  good 
training  classes  are  more  numerous  and  the  poorer  ones  more 
discredited.  The  number  of  library  schools  giving  one  or  more 
years  of  instruction  has  increased  to  thirteen.  A  fourteenth, 
that  of  the  California  State  Library,  was  discontinued  with 
the  class  of  1920.  Its  place  will  probably  be  taken  by  the 
library  school  which  the  University  of  California  is  projecting. 
The  University  of  Texas  is  just  bringing  to  completion  its  plans 
for  a  year  of  library  training.  Brief  summaries  of  the  organi- 
zation and  work  of  these  schools  are  given  below. 

American  Library  Schools  Offering  Not  Less  than 
One  Year's  Training 

New  York  State  Library  School,  Albany,  N.Y.  A  division  of  the 
University  of  the  State  of  New  York  (the  state  department  of 
education)  and  affiliated  with  the  New  York  State  Library. 
Supported  by  state  appropriations.  Founded  January,  1887,  as 
the  Columbia  College  School  of  Library  Economy,  New  York 
City.  Transferred  to  Albany  as  part  of  the  New  York  State 
Library,  April,  1889.  Present  director,  James  I.  Wyer,  Jr., 
director  of  the  New  York  State  Library;  vice-director,  Edna  M. 
Sanderson.  Time  required  for  graduation,  two  years  of  thirty- 
six  weeks  each.  First-year  course  required;  second  year 
includes  as  electives:  indexing;  school  library  work;  library 
extension;  advanced  cataloging;  advanced  reference;  practice 
work  in  bibliography,  cataloging,  and  reference.  Entrance  re- 
quirements since  1902,  degree  from  a  college  registered  by  the 
regents  of  the  University  of  the  State  of  New  York.  Credits  re- 
quired in  Junior  year,  58  (aggregating  about  1,500  hours  of  class- 


TRAINING  FOR  LIBRARIANSHIP  17 

room  exercises,  practice,  and  preparation) ;  Senior  year,  52  credits, 
(aggregating  about  1,300  hours).  Minimum  age  limit,  twenty 
years.  Month  of  practice  in  libraries  outside  of  Albany  and 
annual  visit  to  libraries  required  each  year.  Degree  of  Bachelor 
of  Library  Science  on  graduation.  Tuition  for  first  year,  $75 
to  students  from  New  York  state,  $100  for  others;  second  year, 
$25  to  students  from  New  York  state,  $50  to  others.  Summer 
courses  of  six  weeks  open  to  persons  engaged  in  library  work  and 
special  short  summer  courses  for  school  librarians  in  co-operation 
with  the  School  Libraries  Division  of  the  university. 

Pratt  Institute  School  of  Library  Science,  Brooklyn,  N.Y.  Con- 
nected with  Pratt  Institute,  supported  by  institute  endowment, 
and  affiliated  with  the  Pratt  Institute  Free  Library.  Founded 
in  November,  1890.  Director,  Edward  F.  Stevens,  librarian 
of  Pratt  Institute  Free  Library;  vice-director  and  school  execu- 
tive, Josephine  A.  Rathbone.  Time  required  for  graduation, 
one  year  of  thirty-eight  weeks.  Entrance  requirements,  exami- 
nations in  history,  current  events,  general  information,  French, 
and  one  other  modern  language,  preferably  German.  College 
graduates,  under  some  conditions,  may  be  admitted  without 
examination.  Minimum  age,  twenty  years.  Hours  of  instruc- 
tion, 493.  Practical  work,  400  hours.  Tuition,  $100.  Supplies 
about  $40.  Library  visiting  in  and  about  New  York,  45  hours, 
required.  Vacation  trip  of  a  week,  optional;  cost  about  $50. 

University  of  Illinois  Library  School,  Urbana,  111.  Connected  with 
the  University  of  Illinois.  Supported  by  university  appropria- 
tion. Founded  September,  1893,  as  the  Armour  Institute 
Library  School,  Chicago.  Transferred  to  the  University  of 
Illinois,  September,  1897.  Present  director,  Phineas  L.  Windsor; 
assistant  director,  Frances  Simpson.  Time  required  for  gradua- 
tion, two  years  of  thirty-six  weeks  each.  Total  credits  required 
for  graduation,  32  semester  hours  in  Junior  year,  30  semester 
hours  in  Senior  year.  Entrance  requirement  since  1911,  college 
graduation.  Degree  of  Bachelor  of  Library  Science  on  graduation. 
Matriculation  fee  $10,  incidental  fee  $25  a  semester,  diploma  fee 
$10.  Students  unable  to  matriculate  pay  $7 . 50  a  semester  in 
addition  to  the  incidental  fee.  Electives:  courses  in  other 


i8  MANUAL  OF  LIBRARY  ECONOMY    • 

university  schools  and  colleges  may  be  taken  in  the  Senior 
year  by  those  preparing  for  special  library  work.  One  month's 
practice  in  an  assigned  library  and  a  library  visit  of  a  week 
required  in  each  year.  Summer  course  of  six  weeks  provides 
elementary  instruction  in  various  library  subjects.  These 
courses  are  not  credited  toward  a  degree.  The  eight  weeks' 
summer  courses  for  college  graduates  are  accepted  as  credit 
toward  the  B.L.S.  degree. 

Syracuse  University  Library  School,  Syracuse,  N.Y.  Connected 
with  Syracuse  University.  Supported  by  university  appropria- 
tion. Founded  1897  as  the  Department  of  Library  Economy 
of  the  College  of  Liberal  Arts.  Present  director,  Earl  E.  Sperry, 
librarian  of  the  university  and  professor  of  European  history; 
vice-director,  Elizabeth  G.  Thorne.  Time  required  for  gradua- 
tion, for  the  degree  course,  two  years  in  addition  to  two  years 
of  general  college  work;  for  the  certificate  course,  two  years 
(including  12  semester  hours  in  the  College  of  Liberal  Arts). 
Entrance  requirements,  for  the  degree  course,  15  5-hour  units 
of  high-school  work;  for  the  certificate  course,  15  5-hour  units  of 
high-school  work  and  a  special  entrance  examination.  Degree, 
Bachelor  of  Library  Economy  (in  the  degree  course  only). 
Total  credits  in  library  subjects  required,  21-24  semester  hours 
in  first  year  of  technical  work,  23-30  semester  hours  in  second 
year.  Tuition,  $120  a  year  for  the  certificate  course  and  the 
last  two  years  of  the  degree  course;  matriculation  fee  $5,  infir- 
mary fee  $3  a  semester,  athletic  fee  $5,  certificate  fee  $10,  diploma 
fee  $10.  A  week's  library  visit  required  in  the  Senior  year. 

Carnegie  Library  School,  Pittsburgh,  Pa.  A  department  of  Carnegie 
Institute.  Supported  by  endowment  from  Andrew  Carnegie 
and  a  grant  from  Carnegie  Institute.  Director,  John  H.  Leete, 
Director,  Carnegie  Library  of  Pittsburgh;  principal,  Nina  C. 
Brotherton.  Founded  1901  as  the  Training  School  for  Chil- 
dren's Librarians,  a  department  of  the  Carnegie  Library  of 
Pittsburgh.  Until  1916  gave  training  exclusively  in  library 
work  with  children.  Course  in  school  library  work  added  in 
1917  and  one  in  general  library  work  in  1918.  Two  semesters  of 
eighteen  weeks  each  required  for  graduation.  First  semester, 


TRAINING  FOR  LIBRARIANSHIP  19 

224  lecture  hours;  second  semester,  177-182  according  to  course. 
Hours  of  practice,  360.  Entrance  requirements,  college  degree 
or  examination  in  literature,  history,  and  general  information, 
and  two  foreign  languages.  Minimum  age  for  entrance,  twenty 
years.  Diploma  given  upon  completion  of  course.  Tuition,  $100 
a  year;  matriculation  fee,  $5.00.  Annual  library  visit  required. 
Academic  library  courses,  four  years  in  length,  leading  to  ap- 
propriate degrees,  offered  by  Carnegie  Institute  of  Technology 
and  University  of  Pittsburgh  in  co-operation  with  Carnegie 
Library  School 

Simmons  College  School  of  Library  Science,  Boston,  Mass  Sup- 
ported by  college  appropriation.  Founded  October,  1902. 
Present  director,  June  R.  Donnelly.  Two  courses  offered:  a 
regular  four-year  course  including  three  parts  of  general  college 
work  and  one  of  professional  library  training,  and  a  special 
one-year  course  of  professional  library  training.  Approximately 
1,500  hours  of  technical  instruction  and  practice  required. 
Entrance  requirements:  for  the  one-year  course,  a  college  de- 
gree or  three  years'  academic  work  in  a  college  of  recognized 
standing;  for  the  four-year  course,  examination  by  the  College 
Entrance  Board  or  Simmons  College  entrance  examination  or 
certificate  from  an  accredited  high  school.  At  least  two  lan- 
guages and  one  science  are  prerequisites  for  admission  to  the 
one-year  course.  Tuition,  $150  a  year.  Degree  of  B.S.  for 
completion  of  either  course.  A  six  weeks'  summer  course  is 
held  July-August,  with  at  least  three  different  courses  of  three 
weeks  each.  Open  to  those  in,  or  under  appointment  to,  library 
positions  and  with  a  high-school  education  or  its  equivalent. 
College  credit  is  given  for  the  summer  course  in  library  work 
with  children. 

Library  School,  Carnegie  Library  of  Atlanta,  Ga.  Supported  by  a 
separate  Carnegie  endowment.  Founded  September,  1905. 
Present  director,  Tommie  Dora  Barker,  librarian,  Carnegie 
Library  of  Atlanta.  Chief  instructor,  Susie  Lee  Crumley. 
Time  required  for  graduation,  one  year  of  thirty-four  weeks. 
Entrance  requirements:  four-year  high-school  course,  examina- 
tions in  history,  literature,  general  information,  current  events, 


20  MANUAL  OF  LIBRARY  ECONOMY 

one  modern  language.  Minimum  age,  twenty  years.  Hours  of 
instruction,  547;  hours  of  practice,  366.  Certificate  for  gradua- 
tion. No  tuition. 

Library  School  of  Western  Reserve  University,  Cleveland,  Ohio. 
A  department  of  Western  Reserve  University.  Supported 
largely  by  endowment  from  Mr.  Andrew  Carnegie.  Opened 
September,  1904.  Present  director,  Alice  S.  Tyler.  Time  re- 
quired for  graduation,  one  college  year.  Entrance  require- 
ments: examinations  in  general  literature,  general  history, 
and  current  information,  and  any  two  foreign  languages,  one 
of  which  must  be  a  modern  one.  Graduates  of  approved  colleges 
meeting  general  admission  requirements  are  admitted  without 
examination.  A  combined  course  with  full  credit  for  a  year's 
work  in  the  library  school  may  be  taken  at  the  College  for 
Women  of  Western  Reserve  University.  Special  course  in 
library  work  with  children  in  connection  with  the  Cleveland 
Public  Library.  Ability  to  use  the  typewriter  required .  Mini- 
mum age  limit,  twenty  years.  In  addition  to  the  classroom 
practice  work  in  technical  subjects,  one  hundred  hours  of  work 
with  the  public  in  the  circulating  departments  of  libraries  in 
Cleveland  are  required.  Visits  to  local  libraries  required. 
Tuition  fee,  $100  per  year,  with  graduation  fee  of  $5 .  oo.  Cer- 
tificate given  on  satisfactory  completion  of  the  year's  work, 
or  degree  of  B.S.  granted  for  the  complete  combined 
course  with  the  College  for  Women  of  Western  Reserve  Uni- 
versity. Open  course  of  twelve  weeks  given  in  second  semester 
on  grades  or  credits  given  for  this  course. 

Wisconsin  University  Library  School,  Madison,  Wis.  Connected 
with  the  University  of  Wisconsin  but  administered  by  the  Wis- 
consin Library  Commission.  Founded  1906.  Present  director, 
Clarence  B.  Lester;  preceptor,  Mary  Emogene  Hazeltine. 
Time  required  for  graduation,  one  year  of  thirty-six  weeks. 
Entrance  requirements,  high-school  graduation  and  entrance 
examination  in  history,  literature,  current  events,  general 
information,  and  one  foreign  language  (French,  German,  or 
Spanish).  At  least  a  month  of  preliminary  library  practice 
required  from  all  without  previous  library  experience.  Appli- 


TRAINING  FOR  LIBRARIANSHIP  21 

cants  holding  a  degree  from  an  approved  college  are  not  required 
to  take  the  written  examination  but  must  meet  all  other  entrance 
requirements.  Certificate  for  graduation  or  the  degree  of 
B.A.  on  completion  of  library  school  course  and  three  years  of 
general  college  work.  Tuition,  for  residents  of  Wisconsin,  $50, 
for  non-residents,  $100.  Two  months'  field  work  in  Wisconsin 
libraries  under  supervision  of  the  Library  Commission.  Mini- 
mum entrance  age,  twenty  years.  Six  weeks'  summer  course 
held  annually;  high-school  education  or  its  equivalent  required 
for  admission  as  well  as  a  library  position  or  appointment  to  one 
or  appointment  as  teacher  or  librarian  in  the  high  schools  of 
Wisconsin. 

Library  School  of  the  New  York  Public  Library,  New  York  City. 
Connected  with  the  New  York  Public  Library.  Supported  by 
Carnegie  gifts.  Founded  July,  1911.  Present  principal,  Ernest 
J.  Reece.  Entrance  requirements:  age  20-35;  adequate  rec- 
ommendation as  to  personal  fitness  for  library  work;  examina- 
tions in  history,  current  events,  literature,  general  information, 
French,  and  one  other  modern  foreign  language  (examinations 
sometimes  waived  in  case  of  college  graduates).  School  year, 
36  weeks,  (a)  Certificate  granted  for  completion  of  one  year's 
work,  including  four  weeks'  practical  work  and  one  week  of  visits 
to  libraries  in  other  eastern  cities.  Prepares  for  general  library 
work.  Tuition,  $75;  for  residents  of  metropolitan  district,  $45. 
(£>)  Diploma  awarded  for  completion  of  advanced  courses,  which 
are  open  to  certificate  holders  from  schools  in  the  Association  of 
American  Library  Schools,  and  which  prepare  for  various  forms 
of  specialization.  Curriculum  consists  of  130  hours  of  class  work, 
with  related  study,  and  with  practical  work  occupying  the 
remainder  of  the  student's  time.  Tuition,  $25.  (c)  Open  courses 
(1920-21)  for  library  workers  of  experience.  Period  twelve 
weeks,  including  lectures,  visits,  demonstrations,  and  oppor- 
tunity for  consultation.  No  credit  given  in  open  courses. 

Library  School  of  the  Los  Angeles  Public  Library,  Los  Angeles,  Cal. 
Connected  with  the  Los  Angeles  Public  Library.  Founded  1891 
as  the  training  class  of  the  Los  Angeles  Public  Library,  reorgan- 
ized 1914  as  the  Library  School.  Present  director,  Marion  L. 


22  MANUAL  OF  LIBRARY  ECONOMY 

Horton.  Time  required  for  graduation,  one  year  of  thirty-six 
weeks.  Entrance  requirements,  two  years  of  college  or  satis- 
factory equivalent  and  entrance  examination  in  literature, 
history,  current  events,  general  information,  and  one  foreign 
language  (French,  German,  or  Spanish);  college  graduates 
admitted  without  examination.  Minimum  age  for  entrance, 
twenty  years.  Hours  of  instruction,  450.  Certificate  on  gradua- 
tion. Open  courses  for  six  weeks  for  those  in  library  work  or 
with  previous  library  training. 

St.  Louis  Library  School,  St.  Louis,  Mo.  A  department  of  the  St. 
Louis  Public  Library  and  supported  from  library  funds.  One 
school  year  of  thirty-six  weeks.  Founded  1910  as  the  training 
class  of  the  St.  Louis  Public  Library,  reorganized  1917  as  the 
St.  Louis  Library  School.  Present  principal,  Mrs.  Harriet  P. 
Sawyer.  Entrance  requirements,  high-school  diploma  or  its 
equivalent  and  an  examination  in  history,  literature,  current 
events,  and  one  foreign  language.  Candidates  holding  a 
bachelor's  degree  are  admitted  on  the  presentation  of  their 
diplomas.  Hours  of  instruction,  464;  practice  work,  216. 
Certificate  on  completion  of  the  course.  Tuition,  $45  a  year  to 
residents  of  Missouri,  no  tuition  to  residents  of  St.  Louis,  $75 
a  year  to  those  outside  of  Missouri. 

University  of  Washington  Library  School,  Seattle,  Wash.  Connected 
with  the  University  of  Washington,  supported  by  university 
appropriation.  Present  director,  W.  E.  Henry.  One  year  of 
professional  library  training,  comprising  20  credits  in  the  Senior 
college  year  and  28  in  the  fifth  or  graduate  year.  Practice  work, 
360  hours.  College  graduates  may  enter  the  library  school  and 
complete  the  work  in  one  year.  Entrance  requirements  include 
20  credits  each  in  two  modern  foreign  languages,  French  and 
German  preferred.  Degree  of  B.S.  in  Library  Science  given 
at  completion  of  the  library  school  curriculum.  Tuition  same 
as  in  every  department  of  the  University,  $10  per  quarter. 


TRAINING  FOR  LIBRARIANSHIP  23 

BIBLIOGRAPHY 

Extended  lists  of  references  on  library  training  are  included  in  Can- 
nons, H.G.T.  Bibliography  of  Library  Economy,  1910,  pp. 
188-92  and  200-213  and  in  Library  Work,  N.Y.,  1912,  pp.  250-73. 

American  Library  Association.  Committee  on  Library  Training. 
Reports.  In  Papers  and  Proceedings.  Previous  to  1907  the 
Papers  and  Proceedings  were  included  in  the  Library  Journal 
as  a  Conference  number  and  were  also  published  separately. 
Since  1907  they  have  appeared  as  Bulletins  of  the  Associations. 
The  Proceedings  should  also  be  consulted  for  the  reports  of  the 
annual  meetings  of  the  Professional  Training  section,  especially 
for  the  years  1905,  1910,  1911,  1914,  1915,  1916,  1917,  and  1919. 

Training  for  Librarianship.  A.L.A.  Publishing  Board. 

1911.  7  PP. 

American  Library  Institute.  Papers  and  Proceedings.  Reed,  A.  L. 
Graduate  School  of  Librarianship,  1918,  pp.  8-10;  Hicks,  F.  C., 
and  others.  Where  Shall  University,  College  and  Reference 
Library  Assistants  Be  Trained  ?  1919,  pp.  11-25;  Baldwin,  E.  V. 
Education  of  Librarians.  1919,  pp.  226-32. 

Association  of  American  Library  Schools.  Books  and  a  vocation. 
4  pp.  1920. 

Encyclopedia  Americana.     1919.    Library  Training.     17:393-94. 

Independent.  Putnam,  Herbert.  Education  for  Library  Work. 
52:2773-76.  Nov.  22,  1900. 

Library  Journal.  Library  schools  and  training  classes  of  the  United 
States,  1894.  19:296-305;  Plummer,  M.  W.;  Forecast  of  the 
Next  Twenty-five  Years  for  Library  Schools.  1910.  35:251-53; 
Donnelly,  J.  R.,  Library  School  and  the  Library.  1910.  35: 
1909-11;  Babcock,  Kendrie  C.,  Bibliographical  Instruction  in 
College.  1913.  38:133-36;  Henry,  W.  E.,  Librarianship  as  a 
Profession.  1917.  42:355-56;  Hitchler,  Theresa,  Library 
School  Training  vs.  Practical  Experience.  1917.  42:931-38; 
Lichtenstein,  W.,  Question  of  a  Graduate  Library  School.  1918. 
43 : 233~35  5  Williamson,  C.  C.  and  others,  Training  for  Librarian- 
ship.  1919.  44:562-87. 

National  Education  Association.  Proceedings.  Report  of  the 
Joint  Committee  representing  the  A.L.A.  and  the  N.E.A.  on 


24  MANUAL  OF  LIBRARY  ECONOMY 

Instruction  in  Library  Administration  in  Normal  Schools.     1906, 

pp.  215-81. 
New  York  Library  Association.     Committee  on  Standardization. 

Report.     1920.    In  New  York  Libraries.    V.  7.    Pp.  127-132. 
New  York  State  Library  School.    Librarianship  as  a  Profession. 

Albany,  1911.    32  pp. 
Public  Libraries.    Dewey,  Melvil,  Future  of  Library  Schools,    1905. 

10 : 43  5-38 ;  Hardy,  E.  A. ,  Training  of  Librarians  in  the  Province 

of    Ontario,     1006.    11:143-45;     Summer    Library    Schools. 

1006.     11:131-34;     Brief    for    the    Library    Schools,    1910. 

15 : 287-91 :  Strohm,  A.  J.,  Do  We  Need  a  Postgraduate  Library 

School?    1910.     15:54-55;     Walter,    F.    K.,    Specialization 

among  Library  Schools.     1913.     18:227-29;    Bacon,  Corinne, 

Relations  of  the  Library  School  to  the  School  and  College 

Library.     1914.     19:396-98. 
Special  Committee  on  Certification,  Standardization  and  Library 

Training.    Report.     1920.    In  American  Library  Association. 

Papers  and  Proceedings.     1920. 
Special   Libraries.    1919.    10:1-6.    Dana,   J.    C.,   Business   Man 

and  the  Special  Library;  Hasse,  Adelaide  R.,  The  Great  Release; 

Walter,  F.  K.,  Future  Training  of   the  Business  Librarian; 

Donnelly,  June  R.,  Looking  Forward. 
University  of  Washington  Library  School.    Call  to  Librarianship. 

Seattle,  1919. 


PUBLICATIONS  OF  THE 
AMERICAN  LIBRARY  ASSOCIATION 

PUBLISHING  BOARD 
78  E.  WASHINGTON  ST.,  CHICAGO,  ILL. 


A  SELECTED  LIST 

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Booklist  books  (of  current  year).     Issued  about  March  1. 

libraries*     CaroHne  Webster.     1920. 


Guide  to  the  study  and  use  of  reference  books.    Alice  B.  Kroeger. 

Revised  by  Isadore  G.  Mudge.     1917.     Cloth,  $3.00 
Periodicals  for  the  small  library.     Frank  K.  Walter,    3d  ed.     1919 

.raper,  25  cents. 

A  ths  the  hospital  library.    Edith  K,  Jones.     1913. 

Josephine   A'   Rathbone.     1919.    Paper,    60 


LIBRARY  ECONOMY 

Binding  for  libraries.    2d  ed.     1915.     Paper,  15  cents. 
Manual   for   institution   libraries.     Carrie   E.   Scott,     1916.     Paper 
25  cents. 

rifri^dieFair  fnoH00^'     MarSaret  W.  Brown.     Revised  by 
Gertrude  Stiles.     1921.     Paper,  25  cents. 


*£siness-like  conduct  in  libraries.    A.  E,  Bostwick. 
Paper,  25  cents. 

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